Python for Everybody Exploring Data in Python 3 by Charles Russell Severance, Sue Blumenberg (z-lib org)

Prévia do material em texto

Python for Everybody
Exploring Data Using Python 3
Charles R. Severance
Credits
Editorial Support: Elliott Hauser, Sue Blumenberg
Cover Design: Aimee Andrion
Printing History
• 2016-Jul-05 First Complete Python 3.0 version
• 2015-Dec-20 Initial Python 3.0 rough conversion
Copyright Details
Copyright ~2009- Charles Severance.
This work is licensed under a Creative Commons Attribution-NonCommercial-
ShareAlike 3.0 Unported License. This license is available at
http://creativecommons.org/licenses/by-nc-sa/3.0/
You can see what the author considers commercial and non-commercial uses of this
material as well as license exemptions in the Appendix titled “Copyright Detail”.
iii
Preface
Remixing an Open Book
It is quite natural for academics who are continuously told to “publish or perish”
to want to always create something from scratch that is their own fresh creation.
This book is an experiment in not starting from scratch, but instead “remixing”
the book titled Think Python: How to Think Like a Computer Scientist written
by Allen B. Downey, Jeff Elkner, and others.
In December of 2009, I was preparing to teach SI502 - Networked Programming at
the University of Michigan for the fifth semester in a row and decided it was time to
write a Python textbook that focused on exploring data instead of understanding
algorithms and abstractions. My goal in SI502 is to teach people lifelong data
handling skills using Python. Few of my students were planning to be professional
computer programmers. Instead, they planned to be librarians, managers, lawyers,
biologists, economists, etc., who happened to want to skillfully use technology in
their chosen field.
I never seemed to find the perfect data-oriented Python book for my course, so I
set out to write just such a book. Luckily at a faculty meeting three weeks before
I was about to start my new book from scratch over the holiday break, Dr. Atul
Prakash showed me the Think Python book which he had used to teach his Python
course that semester. It is a well-written Computer Science text with a focus on
short, direct explanations and ease of learning.
The overall book structure has been changed to get to doing data analysis problems
as quickly as possible and have a series of running examples and exercises about
data analysis from the very beginning.
Chapters 2–10 are similar to the Think Python book, but there have been major
changes. Number-oriented examples and exercises have been replaced with data-
oriented exercises. Topics are presented in the order needed to build increasingly
sophisticated data analysis solutions. Some topics like try and except are pulled
forward and presented as part of the chapter on conditionals. Functions are given
very light treatment until they are needed to handle program complexity rather
than introduced as an early lesson in abstraction. Nearly all user-defined functions
have been removed from the example code and exercises outside of Chapter 4. The
word “recursion”1 does not appear in the book at all.
In chapters 1 and 11–16, all of the material is brand new, focusing on real-world
uses and simple examples of Python for data analysis including regular expressions
for searching and parsing, automating tasks on your computer, retrieving data
across the network, scraping web pages for data, object-oriented programming,
using web services, parsing XML and JSON data, creating and using databases
using Structured Query Language, and visualizing data.
The ultimate goal of all of these changes is a shift from a Computer Science to an
Informatics focus is to only include topics into a first technology class that can be
useful even if one chooses not to become a professional programmer.
1Except, of course, for this line.
iv
Students who find this book interesting and want to further explore should look
at Allen B. Downey’s Think Python book. Because there is a lot of overlap be-
tween the two books, students will quickly pick up skills in the additional areas of
technical programming and algorithmic thinking that are covered in Think Python.
And given that the books have a similar writing style, they should be able to move
quickly through Think Python with a minimum of effort.
As the copyright holder of Think Python, Allen has given me permission to change
the book’s license on the material from his book that remains in this book from the
GNU Free Documentation License to the more recent Creative Commons Attribu-
tion — Share Alike license. This follows a general shift in open documentation
licenses moving from the GFDL to the CC-BY-SA (e.g., Wikipedia). Using the
CC-BY-SA license maintains the book’s strong copyleft tradition while making it
even more straightforward for new authors to reuse this material as they see fit.
I feel that this book serves an example of why open materials are so important
to the future of education, and want to thank Allen B. Downey and Cambridge
University Press for their forward-looking decision to make the book available
under an open copyright. I hope they are pleased with the results of my efforts
and I hope that you the reader are pleased with our collective efforts.
I would like to thank Allen B. Downey and Lauren Cowles for their help, patience,
and guidance in dealing with and resolving the copyright issues around this book.
Charles Severance
www.dr-chuck.com
Ann Arbor, MI, USA
September 9, 2013
Charles Severance is a Clinical Associate Professor at the University of Michigan
School of Information.
Contents
1 Why should you learn to write programs? 1
1.1 Creativity and motivation . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 Computer hardware architecture . . . . . . . . . . . . . . . . . . . 3
1.3 Understanding programming . . . . . . . . . . . . . . . . . . . . . 4
1.4 Words and sentences . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.5 Conversing with Python . . . . . . . . . . . . . . . . . . . . . . . . 6
1.6 Terminology: interpreter and compiler . . . . . . . . . . . . . . . . 8
1.7 Writing a program . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.8 What is a program? . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.9 The building blocks of programs . . . . . . . . . . . . . . . . . . . . 11
1.10 What could possibly go wrong? . . . . . . . . . . . . . . . . . . . . 12
1.11 The learning journey . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.12 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.13 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
2 Variables, expressions, and statements 19
2.1 Values and types . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.2 Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.3 Variable names and keywords . . . . . . . . . . . . . . . . . . . . . . 21
2.4 Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.5 Operators and operands . . . . . . . . . . . . . . . . . . . . . . . . 22
2.6 Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.7 Order of operations . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.8 Modulus operator . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.9 String operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.10 Asking the user for input . . . . . . . . . . . . . . . . . . . . . . . 24
v
vi CONTENTS
2.11 Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
2.12 Choosing mnemonic variable names . . . . . . . . . . . . . . . . . . 26
2.13 Debugging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2.14 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2.15 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3 Conditional execution 31
3.1 Boolean expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.2 Logical operators . . . .. . . . . . . . . . . . . . . . . . . . . . . . 32
3.3 Conditional execution . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.4 Alternative execution . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.5 Chained conditionals . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.6 Nested conditionals . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.7 Catching exceptions using try and except . . . . . . . . . . . . . . 36
3.8 Short-circuit evaluation of logical expressions . . . . . . . . . . . . 37
3.9 Debugging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.10 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.11 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
4 Functions 43
4.1 Function calls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
4.2 Built-in functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
4.3 Type conversion functions . . . . . . . . . . . . . . . . . . . . . . . 44
4.4 Random numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.5 Math functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
4.6 Adding new functions . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.7 Definitions and uses . . . . . . . . . . . . . . . . . . . . . . . . . . 48
4.8 Flow of execution . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
4.9 Parameters and arguments . . . . . . . . . . . . . . . . . . . . . . 50
4.10 Fruitful functions and void functions . . . . . . . . . . . . . . . . . . 51
4.11 Why functions? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.12 Debugging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.13 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
4.14 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
CONTENTS vii
5 Iteration 57
5.1 Updating variables . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
5.2 The while statement . . . . . . . . . . . . . . . . . . . . . . . . . . 57
5.3 Infinite loops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
5.4 “Infinite loops” and break . . . . . . . . . . . . . . . . . . . . . . . 58
5.5 Finishing iterations with continue . . . . . . . . . . . . . . . . . . 59
5.6 Definite loops using for . . . . . . . . . . . . . . . . . . . . . . . . 60
5.7 Loop patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.7.1 Counting and summing loops . . . . . . . . . . . . . . . . . . 61
5.7.2 Maximum and minimum loops . . . . . . . . . . . . . . . . 62
5.8 Debugging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5.9 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5.10 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
6 Strings 67
6.1 A string is a sequence . . . . . . . . . . . . . . . . . . . . . . . . . 67
6.2 Getting the length of a string using len . . . . . . . . . . . . . . . 68
6.3 Traversal through a string with a loop . . . . . . . . . . . . . . . . 68
6.4 String slices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
6.5 Strings are immutable . . . . . . . . . . . . . . . . . . . . . . . . . 70
6.6 Looping and counting . . . . . . . . . . . . . . . . . . . . . . . . . 70
6.7 The in operator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.8 String comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.9 string methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.10 Parsing strings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
6.11 Format operator . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
6.12 Debugging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
6.13 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
6.14 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
7 Files 79
7.1 Persistence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
7.2 Opening files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
7.3 Text files and lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
7.4 Reading files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
viii CONTENTS
7.5 Searching through a file . . . . . . . . . . . . . . . . . . . . . . . . 83
7.6 Letting the user choose the file name . . . . . . . . . . . . . . . . . 85
7.7 Using try, except, and open . . . . . . . . . . . . . . . . . . . . 86
7.8 Writing files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
7.9 Debugging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
7.10 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
7.11 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
8 Lists 91
8.1 A list is a sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
8.2 Lists are mutable . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
8.3 Traversing a list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
8.4 List operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
8.5 List slices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
8.6 List methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
8.7 Deleting elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
8.8 Lists and functions . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
8.9 Lists and strings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
8.10 Parsing lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
8.11 Objects and values . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
8.12 Aliasing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
8.13 List arguments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
8.14 Debugging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
8.15 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
8.16 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
9 Dictionaries 109
9.1 Dictionary as a set of counters . . . . . . . . . . . . . . . . . . . . . 111
9.2 Dictionaries and files . . . . . . . . . . . . . . . . . . . . . . . . . . 112
9.3 Looping and dictionaries . . . . . . . . . . . . . . . . . . . . . . . . 113
9.4 Advanced text parsing . . . . . . . . . . . . . . . . . . . . . . . . . 115
9.5 Debugging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
9.6 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
9.7 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
CONTENTS ix
10 Tuples 119
10.1 Tuples are immutable . . . . . . . . . . . . . . . . . . . . . . . . . 119
10.2 Comparing tuples . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
10.3 Tuple assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
10.4 Dictionaries and tuples . . . . . . . . . . . . . . . . . . . . . . . . . 123
10.5 Multiple assignment with dictionaries . . . . . . . . . . . . . . . . 124
10.6 The most common words . . . . . . . . . . . . . . . . . . . . . . . 125
10.7 Using tuples as keys in dictionaries . . . . . . . . . . . . . . . . . . 126
10.8 Sequences: strings, lists, and tuples - Oh My! . . . . . . . . . . . . 126
10.9 Debugging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
10.10Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
10.11Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
11 Regular expressions 131
11.1 Character matching in regular expressions . . . . . . . . . . . . . . 132
11.2 Extracting data using regular expressions. . . . . . . . . . . . . . 133
11.3 Combining searching and extracting . . . . . . . . . . . . . . . . . 136
11.4 Escape character . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
11.5 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
11.6 Bonus section for Unix / Linux users . . . . . . . . . . . . . . . . . . 141
11.7 Debugging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
11.8 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
11.9 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
12 Networked programs 145
12.1 HyperText Transport Protocol - HTTP . . . . . . . . . . . . . . . 145
12.2 The World’s Simplest Web Browser . . . . . . . . . . . . . . . . . . 146
12.3 Retrieving an image over HTTP . . . . . . . . . . . . . . . . . . . 147
12.4 Retrieving web pages with urllib . . . . . . . . . . . . . . . . . . 150
12.5 Parsing HTML and scraping the web . . . . . . . . . . . . . . . . . . 151
12.6 Parsing HTML using regular expressions . . . . . . . . . . . . . . . . 151
12.7 Parsing HTML using BeautifulSoup . . . . . . . . . . . . . . . . . 152
12.8 Reading binary files using urllib . . . . . . . . . . . . . . . . . . . . 154
12.9 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
12.10Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
x CONTENTS
13 Using Web Services 157
13.1 eXtensible Markup Language - XML . . . . . . . . . . . . . . . . . 157
13.2 Parsing XML . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
13.3 Looping through nodes . . . . . . . . . . . . . . . . . . . . . . . . . 159
13.4 JavaScript Object Notation - JSON . . . . . . . . . . . . . . . . . . 160
13.5 Parsing JSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
13.6 Application Programming Interfaces . . . . . . . . . . . . . . . . . . 161
13.7 Google geocoding web service . . . . . . . . . . . . . . . . . . . . . 163
13.8 Security and API usage . . . . . . . . . . . . . . . . . . . . . . . . 165
13.9 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
13.10Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
14 Object-Oriented Programming 171
14.1 Managing Larger Programs . . . . . . . . . . . . . . . . . . . . . . . 171
14.2 Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
14.3 Using Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
14.4 Starting with Programs . . . . . . . . . . . . . . . . . . . . . . . . 173
14.5 Subdividing a Problem - Encapsulation . . . . . . . . . . . . . . . 175
14.6 Our First Python Object . . . . . . . . . . . . . . . . . . . . . . . 176
14.7 Classes as Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
14.8 Object Lifecycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
14.9 Many Instances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
14.10Inheritance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
14.11Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
14.12Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
15 Using databases and SQL 185
15.1 What is a database? . . . . . . . . . . . . . . . . . . . . . . . . . . 185
15.2 Database concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
15.3 Database Browser for SQLite . . . . . . . . . . . . . . . . . . . . . 186
15.4 Creating a database table . . . . . . . . . . . . . . . . . . . . . . . 186
15.5 Structured Query Language summary . . . . . . . . . . . . . . . . 189
15.6 Spidering Twitter using a database . . . . . . . . . . . . . . . . . . . 191
15.7 Basic data modeling . . . . . . . . . . . . . . . . . . . . . . . . . . 196
15.8 Programming with multiple tables . . . . . . . . . . . . . . . . . . 197
CONTENTS xi
15.8.1 Constraints in database tables . . . . . . . . . . . . . . . . 200
15.8.2 Retrieve and/or insert a record . . . . . . . . . . . . . . . . . 201
15.8.3 Storing the friend relationship . . . . . . . . . . . . . . . . . . 201
15.9 Three kinds of keys . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
15.10Using JOIN to retrieve data . . . . . . . . . . . . . . . . . . . . . . 203
15.11Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
15.12Debugging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
15.13Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
16 Visualizing data 209
16.1 Building a Google map from geocoded data . . . . . . . . . . . . . 209
16.2 Visualizing networks and interconnections . . . . . . . . . . . . . . . 211
16.3 Visualizing mail data . . . . . . . . . . . . . . . . . . . . . . . . . . 214
A Contributions 221
A.1 Contributor List for Python for Everybody . . . . . . . . . . . . . . 221
A.2 Contributor List for Python for Informatics . . . . . . . . . . . . . . 221
A.3 Preface for “Think Python” . . . . . . . . . . . . . . . . . . . . . . . 221
A.3.1 The strange history of “Think Python” . . . . . . . . . . . . 221
A.3.2 Acknowledgements for “Think Python” . . . . . . . . . . . 223
A.4 Contributor List for “Think Python” . . . . . . . . . . . . . . . . . 223
B Copyright Detail 225
xii CONTENTS
Chapter 1
Why should you learn to
write programs?
Writing programs (or programming) is a very creative and rewarding activity. You
can write programs for many reasons, ranging from making your living to solving
a difficult data analysis problem to having fun to helping someone else solve a
problem. This book assumes that everyone needs to know how to program, and
that once you know how to program you will figure out what you want to do with
your newfound skills.
We are surrounded in our daily lives with computers ranging from laptops to cell
phones. We can think of these computers as our “personal assistants” who can take
care of many things on our behalf. The hardware in our current-day computers is
essentially built to continuously ask us the question, “What would you like me to
do next?”
What
Next?
What
Next?
What
Next?
What
Next?
What
Next?
What
Next?
Figure 1.1: Personal Digital Assistant
Programmers add an operating system and a set of applications to the hardware
and we end up with a Personal Digital Assistant that is quite helpful and capable
of helping us do many different things.
Our computers are fast and have vast amounts of memory and could be very helpful
to us if we only knew the language to speak to explain to the computer what we
would like it to “do next”. If we knew this language, we could tell the computer
to do tasks on our behalf that were repetitive. Interestingly, the kinds of things
computers can do best are often the kinds of things that we humans find boring
and mind-numbing.
1
2 CHAPTER 1. WHY SHOULD YOU LEARN TO WRITE PROGRAMS?
For example, look at the first three paragraphs of this chapter and tell me the
most commonly used word and how many times the word is used. While you were
able to read and understand the words in a few seconds, counting them is almost
painful because it is not the kind of problem that human minds are designed to
solve. For a computer the opposite is true, reading and understanding text from
a piece of paper is hard for a computer to do but counting the words and telling
you how many times the most used word was used is very easy for the computer:
python words.py
Enter file:words.txt
to 16
Our “personal information analysis assistant” quickly told us that the word “to”
was used sixteen times in the first three paragraphs of this chapter.
This very fact that computers are good at things that humans are not is why you
need to become skilled at talking “computer language”. Once you learn this new
language, you can delegate mundane tasks to your partner (thecomputer), leaving
more time for you to do the things that you are uniquely suited for. You bring
creativity, intuition, and inventiveness to this partnership.
1.1 Creativity and motivation
While this book is not intended for professional programmers, professional pro-
gramming can be a very rewarding job both financially and personally. Building
useful, elegant, and clever programs for others to use is a very creative activity.
Your computer or Personal Digital Assistant (PDA) usually contains many dif-
ferent programs from many different groups of programmers, each competing for
your attention and interest. They try their best to meet your needs and give you a
great user experience in the process. In some situations, when you choose a piece
of software, the programmers are directly compensated because of your choice.
If we think of programs as the creative output of groups of programmers, perhaps
the following figure is a more sensible version of our PDA:
Pick
Me!
Pick 
Me!
Pick
Me!
Pick 
Me!
Pick 
Me!
Buy 
Me :)
Figure 1.2: Programmers Talking to You
For now, our primary motivation is not to make money or please end users, but
instead for us to be more productive in handling the data and information that we
will encounter in our lives. When you first start, you will be both the programmer
and the end user of your programs. As you gain skill as a programmer and pro-
gramming feels more creative to you, your thoughts may turn toward developing
programs for others.
1.2. COMPUTER HARDWARE ARCHITECTURE 3
1.2 Computer hardware architecture
Before we start learning the language we speak to give instructions to computers
to develop software, we need to learn a small amount about how computers are
built. If you were to take apart your computer or cell phone and look deep inside,
you would find the following parts:
Input and
Output
Devices
Software
Main 
Memory
Central
Processing
Unit
What
Next?
Network
Secondary
Memory
Figure 1.3: Hardware Archicture
The high-level definitions of these parts are as follows:
• The Central Processing Unit (or CPU) is the part of the computer that is
built to be obsessed with “what is next?” If your computer is rated at 3.0
Gigahertz, it means that the CPU will ask “What next?” three billion times
per second. You are going to have to learn how to talk fast to keep up with
the CPU.
• The Main Memory is used to store information that the CPU needs in a
hurry. The main memory is nearly as fast as the CPU. But the information
stored in the main memory vanishes when the computer is turned off.
• The Secondary Memory is also used to store information, but it is much
slower than the main memory. The advantage of the secondary memory is
that it can store information even when there is no power to the computer.
Examples of secondary memory are disk drives or flash memory (typically
found in USB sticks and portable music players).
• The Input and Output Devices are simply our screen, keyboard, mouse, mi-
crophone, speaker, touchpad, etc. They are all of the ways we interact with
the computer.
• These days, most computers also have a Network Connection to retrieve
information over a network. We can think of the network as a very slow
place to store and retrieve data that might not always be “up”. So in a sense,
the network is a slower and at times unreliable form of Secondary Memory.
While most of the detail of how these components work is best left to computer
builders, it helps to have some terminology so we can talk about these different
parts as we write our programs.
4 CHAPTER 1. WHY SHOULD YOU LEARN TO WRITE PROGRAMS?
As a programmer, your job is to use and orchestrate each of these resources to
solve the problem that you need to solve and analyze the data you get from the
solution. As a programmer you will mostly be “talking” to the CPU and telling
it what to do next. Sometimes you will tell the CPU to use the main memory,
secondary memory, network, or the input/output devices.
Input and
Output
Devices
Software
Main 
Memory
Central
Processing
Unit
What
Next?
Network
Secondary
Memory
Figure 1.4: Where Are You?
You need to be the person who answers the CPU’s “What next?” question. But it
would be very uncomfortable to shrink you down to 5mm tall and insert you into
the computer just so you could issue a command three billion times per second. So
instead, you must write down your instructions in advance. We call these stored
instructions a program and the act of writing these instructions down and getting
the instructions to be correct programming.
1.3 Understanding programming
In the rest of this book, we will try to turn you into a person who is skilled in the art
of programming. In the end you will be a programmer - perhaps not a professional
programmer, but at least you will have the skills to look at a data/information
analysis problem and develop a program to solve the problem.
In a sense, you need two skills to be a programmer:
• First, you need to know the programming language (Python) - you need to
know the vocabulary and the grammar. You need to be able to spell the
words in this new language properly and know how to construct well-formed
“sentences” in this new language.
• Second, you need to “tell a story”. In writing a story, you combine words
and sentences to convey an idea to the reader. There is a skill and art in
constructing the story, and skill in story writing is improved by doing some
writing and getting some feedback. In programming, our program is the
“story” and the problem you are trying to solve is the “idea”.
Once you learn one programming language such as Python, you will find it much
easier to learn a second programming language such as JavaScript or C++. The
1.4. WORDS AND SENTENCES 5
new programming language has very different vocabulary and grammar but the
problem-solving skills will be the same across all programming languages.
You will learn the “vocabulary” and “sentences” of Python pretty quickly. It will
take longer for you to be able to write a coherent program to solve a brand-new
problem. We teach programming much like we teach writing. We start reading
and explaining programs, then we write simple programs, and then we write in-
creasingly complex programs over time. At some point you “get your muse” and
see the patterns on your own and can see more naturally how to take a problem
and write a program that solves that problem. And once you get to that point,
programming becomes a very pleasant and creative process.
We start with the vocabulary and structure of Python programs. Be patient as
the simple examples remind you of when you started reading for the first time.
1.4 Words and sentences
Unlike human languages, the Python vocabulary is actually pretty small. We call
this “vocabulary” the “reserved words”. These are words that have very special
meaning to Python. When Python sees these words in a Python program, they
have one and only one meaning to Python. Later as you write programs you will
make up your own words that have meaning to you called variables. You will have
great latitude in choosing your names for your variables, but you cannot use any
of Python’s reserved words as a name for a variable.
When we train a dog, we use special words like “sit”, “stay”, and “fetch”. When
you talk to a dog and don’t use any of the reserved words, they just look at you
with a quizzical look on their face until you say a reserved word. For example, if
you say, “I wish more people would walk to improve their overall health”, what
most dogs likely hear is, “blah blah blah walk blah blah blah blah.” That is because
“walk” is a reserved word in dog language. Many might suggest that the language
between humans and cats has no reserved words1.
The reserved words in the language where humans talk to Python include the
following:
and del global not with
as elif if or yield
assert else import pass
break except in raise
class finally is return
continue for lambda try
def from nonlocalwhile
That is it, and unlike a dog, Python is already completely trained. When you say
“try”, Python will try every time you say it without fail.
We will learn these reserved words and how they are used in good time, but for
now we will focus on the Python equivalent of “speak” (in human-to-dog language).
The nice thing about telling Python to speak is that we can even tell it what to
say by giving it a message in quotes:
1http://xkcd.com/231/
http://xkcd.com/231/
6 CHAPTER 1. WHY SHOULD YOU LEARN TO WRITE PROGRAMS?
print('Hello world!')
And we have even written our first syntactically correct Python sentence. Our
sentence starts with the function print followed by a string of text of our choosing
enclosed in single quotes.
1.5 Conversing with Python
Now that we have a word and a simple sentence that we know in Python, we need
to know how to start a conversation with Python to test our new language skills.
Before you can converse with Python, you must first install the Python software
on your computer and learn how to start Python on your computer. That is too
much detail for this chapter so I suggest that you consult www.py4e.com where
I have detailed instructions and screencasts of setting up and starting Python on
Macintosh and Windows systems. At some point, you will be in a terminal or
command window and you will type python and the Python interpreter will start
executing in interactive mode and appear somewhat as follows:
Python 3.5.1 (v3.5.1:37a07cee5969, Dec 6 2015, 01:54:25)
[MSC v.1900 64 bit (AMD64)] on win32
Type "help", "copyright", "credits" or "license" for more information.
>>>
The >>> prompt is the Python interpreter’s way of asking you, “What do you want
me to do next?” Python is ready to have a conversation with you. All you have
to know is how to speak the Python language.
Let’s say for example that you did not know even the simplest Python language
words or sentences. You might want to use the standard line that astronauts use
when they land on a faraway planet and try to speak with the inhabitants of the
planet:
>>> I come in peace, please take me to your leader
File "<stdin>", line 1
I come in peace, please take me to your leader
^
SyntaxError: invalid syntax
>>>
This is not going so well. Unless you think of something quickly, the inhabitants
of the planet are likely to stab you with their spears, put you on a spit, roast you
over a fire, and eat you for dinner.
Luckily you brought a copy of this book on your travels, and you thumb to this
very page and try again:
>>> print('Hello world!')
Hello world!
http://www.py4e.com
1.5. CONVERSING WITH PYTHON 7
This is looking much better, so you try to communicate some more:
>>> print('You must be the legendary god that comes from the sky')
You must be the legendary god that comes from the sky
>>> print('We have been waiting for you for a long time')
We have been waiting for you for a long time
>>> print('Our legend says you will be very tasty with mustard')
Our legend says you will be very tasty with mustard
>>> print 'We will have a feast tonight unless you say
File "<stdin>", line 1
print 'We will have a feast tonight unless you say
^
SyntaxError: Missing parentheses in call to 'print'
>>>
The conversation was going so well for a while and then you made the tiniest
mistake using the Python language and Python brought the spears back out.
At this point, you should also realize that while Python is amazingly complex and
powerful and very picky about the syntax you use to communicate with it, Python
is not intelligent. You are really just having a conversation with yourself, but using
proper syntax.
In a sense, when you use a program written by someone else the conversation is
between you and those other programmers with Python acting as an intermediary.
Python is a way for the creators of programs to express how the conversation is
supposed to proceed. And in just a few more chapters, you will be one of those
programmers using Python to talk to the users of your program.
Before we leave our first conversation with the Python interpreter, you should prob-
ably know the proper way to say “good-bye” when interacting with the inhabitants
of Planet Python:
>>> good-bye
Traceback (most recent call last):
File "<stdin>", line 1, in <module>
NameError: name 'good' is not defined
>>> if you don't mind, I need to leave
File "<stdin>", line 1
if you don't mind, I need to leave
^
SyntaxError: invalid syntax
>>> quit()
You will notice that the error is different for the first two incorrect attempts. The
second error is different because if is a reserved word and Python saw the reserved
word and thought we were trying to say something but got the syntax of the
sentence wrong.
The proper way to say “good-bye” to Python is to enter quit() at the interactive
chevron >>> prompt. It would have probably taken you quite a while to guess that
one, so having a book handy probably will turn out to be helpful.
8 CHAPTER 1. WHY SHOULD YOU LEARN TO WRITE PROGRAMS?
1.6 Terminology: interpreter and compiler
Python is a high-level language intended to be relatively straightforward for hu-
mans to read and write and for computers to read and process. Other high-level
languages include Java, C++, PHP, Ruby, Basic, Perl, JavaScript, and many more.
The actual hardware inside the Central Processing Unit (CPU) does not under-
stand any of these high-level languages.
The CPU understands a language we call machine language. Machine language is
very simple and frankly very tiresome to write because it is represented all in zeros
and ones:
001010001110100100101010000001111
11100110000011101010010101101101
...
Machine language seems quite simple on the surface, given that there are only zeros
and ones, but its syntax is even more complex and far more intricate than Python.
So very few programmers ever write machine language. Instead we build various
translators to allow programmers to write in high-level languages like Python or
JavaScript and these translators convert the programs to machine language for
actual execution by the CPU.
Since machine language is tied to the computer hardware, machine language is not
portable across different types of hardware. Programs written in high-level lan-
guages can be moved between different computers by using a different interpreter
on the new machine or recompiling the code to create a machine language version
of the program for the new machine.
These programming language translators fall into two general categories: (1) inter-
preters and (2) compilers.
An interpreter reads the source code of the program as written by the programmer,
parses the source code, and interprets the instructions on the fly. Python is an
interpreter and when we are running Python interactively, we can type a line of
Python (a sentence) and Python processes it immediately and is ready for us to
type another line of Python.
Some of the lines of Python tell Python that you want it to remember some value
for later. We need to pick a name for that value to be remembered and we can use
that symbolic name to retrieve the value later. We use the term variable to refer
to the labels we use to refer to this stored data.
>>> x = 6
>>> print(x)
6
>>> y = x * 7
>>> print(y)
42
>>>
In this example, we ask Python to remember the value six and use the label x so
we can retrieve the value later. We verify that Python has actually remembered
1.6. TERMINOLOGY: INTERPRETER AND COMPILER 9
the value using print. Then we ask Python to retrieve x and multiply it by seven
and put the newly computed value in y. Then we ask Python to print out the
value currently in y.
Even though we are typing these commands into Python one line at a time, Python
is treating them as an ordered sequence of statements with later statements able
to retrieve data created in earlier statements. We are writing our first simple
paragraph with four sentences in a logical and meaningful order.
It is the nature of an interpreterto be able to have an interactive conversation
as shown above. A compiler needs to be handed the entire program in a file,
and then it runs a process to translate the high-level source code into machine
language and then the compiler puts the resulting machine language into a file for
later execution.
If you have a Windows system, often these executable machine language programs
have a suffix of “.exe” or “.dll” which stand for “executable” and “dynamic link
library” respectively. In Linux and Macintosh, there is no suffix that uniquely
marks a file as executable.
If you were to open an executable file in a text editor, it would look completely
crazy and be unreadable:
^?ELF^A^A^A^@^@^@^@^@^@^@^@^@^B^@^C^@^A^@^@^@\xa0\x82
^D^H4^@^@^@\x90^]^@^@^@^@^@^@4^@ ^@^G^@(^@$^@!^@^F^@
^@^@4^@^@^@4\x80^D^H4\x80^D^H\xe0^@^@^@\xe0^@^@^@^E
^@^@^@^D^@^@^@^C^@^@^@^T^A^@^@^T\x81^D^H^T\x81^D^H^S
^@^@^@^S^@^@^@^D^@^@^@^A^@^@^@^A\^D^HQVhT\x83^D^H\xe8
....
It is not easy to read or write machine language, so it is nice that we have inter-
preters and compilers that allow us to write in high-level languages like Python or
C.
Now at this point in our discussion of compilers and interpreters, you should be
wondering a bit about the Python interpreter itself. What language is it written
in? Is it written in a compiled language? When we type “python”, what exactly
is happening?
The Python interpreter is written in a high-level language called “C”. You can look
at the actual source code for the Python interpreter by going to www.python.org
and working your way to their source code. So Python is a program itself and it
is compiled into machine code. When you installed Python on your computer (or
the vendor installed it), you copied a machine-code copy of the translated Python
program onto your system. In Windows, the executable machine code for Python
itself is likely in a file with a name like:
C:\Python35\python.exe
That is more than you really need to know to be a Python programmer, but
sometimes it pays to answer those little nagging questions right at the beginning.
http://www.python.org
10 CHAPTER 1. WHY SHOULD YOU LEARN TO WRITE PROGRAMS?
1.7 Writing a program
Typing commands into the Python interpreter is a great way to experiment with
Python’s features, but it is not recommended for solving more complex problems.
When we want to write a program, we use a text editor to write the Python
instructions into a file, which is called a script. By convention, Python scripts
have names that end with .py.
To execute the script, you have to tell the Python interpreter the name of the file.
In a Unix or Windows command window, you would type python hello.py as
follows:
csev$ cat hello.py
print('Hello world!')
csev$ python hello.py
Hello world!
csev$
The “csev$” is the operating system prompt, and the “cat hello.py” is showing us
that the file “hello.py” has a one-line Python program to print a string.
We call the Python interpreter and tell it to read its source code from the file
“hello.py” instead of prompting us for lines of Python code interactively.
You will notice that there was no need to have quit() at the end of the Python
program in the file. When Python is reading your source code from a file, it knows
to stop when it reaches the end of the file.
1.8 What is a program?
The definition of a program at its most basic is a sequence of Python statements
that have been crafted to do something. Even our simple hello.py script is a
program. It is a one-line program and is not particularly useful, but in the strictest
definition, it is a Python program.
It might be easiest to understand what a program is by thinking about a problem
that a program might be built to solve, and then looking at a program that would
solve that problem.
Lets say you are doing Social Computing research on Facebook posts and you are
interested in the most frequently used word in a series of posts. You could print out
the stream of Facebook posts and pore over the text looking for the most common
word, but that would take a long time and be very mistake prone. You would be
smart to write a Python program to handle the task quickly and accurately so you
can spend the weekend doing something fun.
For example, look at the following text about a clown and a car. Look at the text
and figure out the most common word and how many times it occurs.
the clown ran after the car and the car ran into the tent
and the tent fell down on the clown and the car
1.9. THE BUILDING BLOCKS OF PROGRAMS 11
Then imagine that you are doing this task looking at millions of lines of text.
Frankly it would be quicker for you to learn Python and write a Python program
to count the words than it would be to manually scan the words.
The even better news is that I already came up with a simple program to find the
most common word in a text file. I wrote it, tested it, and now I am giving it to
you to use so you can save some time.
name = input('Enter file:')
handle = open(name, 'r')
text = handle.read()
words = text.split()
counts = dict()
for word in words:
counts[word] = counts.get(word, 0) + 1
bigcount = None
bigword = None
for word, count in list(counts.items()):
if bigcount is None or count > bigcount:
bigword = word
bigcount = count
print(bigword, bigcount)
# Code: http://www.py4e.com/code3/words.py
You don’t even need to know Python to use this program. You will need to
get through Chapter 10 of this book to fully understand the awesome Python
techniques that were used to make the program. You are the end user, you simply
use the program and marvel at its cleverness and how it saved you so much manual
effort. You simply type the code into a file called words.py and run it or you
download the source code from http://www.py4e.com/code3/ and run it.
This is a good example of how Python and the Python language are acting as an
intermediary between you (the end user) and me (the programmer). Python is a
way for us to exchange useful instruction sequences (i.e., programs) in a common
language that can be used by anyone who installs Python on their computer. So
neither of us are talking to Python, instead we are communicating with each other
through Python.
1.9 The building blocks of programs
In the next few chapters, we will learn more about the vocabulary, sentence struc-
ture, paragraph structure, and story structure of Python. We will learn about the
powerful capabilities of Python and how to compose those capabilities together to
create useful programs.
There are some low-level conceptual patterns that we use to construct programs.
These constructs are not just for Python programs, they are part of every program-
ming language from machine language up to the high-level languages.
http://www.py4e.com/code3/
12 CHAPTER 1. WHY SHOULD YOU LEARN TO WRITE PROGRAMS?
input Get data from the “outside world”. This might be reading data from a
file, or even some kind of sensor like a microphone or GPS. In our initial
programs, our input will come from the user typing data on the keyboard.
output Display the results of the program on a screen or store them in a file or
perhaps write them to a device like a speaker to play music or speak text.
sequential execution Perform statements one after another in the order they
are encountered in the script.
conditional execution Check for certain conditions and then execute or skip a
sequence of statements.
repeated execution Perform some set of statements repeatedly, usually with
some variation.
reuse Write a set of instructions once and give them a name and then reuse those
instructions as needed throughout your program.
It sounds almost too simple to be true, and of course it is never so simple. It is like
saying that walking is simply “putting one foot in front of the other”. The “art” of
writing a program is composing and weaving these basic elements together many
times over to produce something that is useful to its users.
The word counting program above directly uses allof these patterns except for
one.
1.10 What could possibly go wrong?
As we saw in our earliest conversations with Python, we must communicate very
precisely when we write Python code. The smallest deviation or mistake will cause
Python to give up looking at your program.
Beginning programmers often take the fact that Python leaves no room for errors
as evidence that Python is mean, hateful, and cruel. While Python seems to like
everyone else, Python knows them personally and holds a grudge against them.
Because of this grudge, Python takes our perfectly written programs and rejects
them as “unfit” just to torment us.
>>> primt 'Hello world!'
File "<stdin>", line 1
primt 'Hello world!'
^
SyntaxError: invalid syntax
>>> primt ('Hello world')
Traceback (most recent call last):
File "<stdin>", line 1, in <module>
NameError: name 'primt' is not defined
>>> I hate you Python!
File "<stdin>", line 1
1.10. WHAT COULD POSSIBLY GO WRONG? 13
I hate you Python!
^
SyntaxError: invalid syntax
>>> if you come out of there, I would teach you a lesson
File "<stdin>", line 1
if you come out of there, I would teach you a lesson
^
SyntaxError: invalid syntax
>>>
There is little to be gained by arguing with Python. It is just a tool. It has no
emotions and it is happy and ready to serve you whenever you need it. Its error
messages sound harsh, but they are just Python’s call for help. It has looked at
what you typed, and it simply cannot understand what you have entered.
Python is much more like a dog, loving you unconditionally, having a few key words
that it understands, looking you with a sweet look on its face (>>>), and waiting
for you to say something it understands. When Python says “SyntaxError: invalid
syntax”, it is simply wagging its tail and saying, “You seemed to say something
but I just don’t understand what you meant, but please keep talking to me (>>>).”
As your programs become increasingly sophisticated, you will encounter three gen-
eral types of errors:
Syntax errors These are the first errors you will make and the easiest to fix. A
syntax error means that you have violated the “grammar” rules of Python.
Python does its best to point right at the line and character where it noticed
it was confused. The only tricky bit of syntax errors is that sometimes the
mistake that needs fixing is actually earlier in the program than where Python
noticed it was confused. So the line and character that Python indicates in
a syntax error may just be a starting point for your investigation.
Logic errors A logic error is when your program has good syntax but there is
a mistake in the order of the statements or perhaps a mistake in how the
statements relate to one another. A good example of a logic error might be,
“take a drink from your water bottle, put it in your backpack, walk to the
library, and then put the top back on the bottle.”
Semantic errors A semantic error is when your description of the steps to take
is syntactically perfect and in the right order, but there is simply a mistake
in the program. The program is perfectly correct but it does not do what you
intended for it to do. A simple example would be if you were giving a person
directions to a restaurant and said, “. . . when you reach the intersection with
the gas station, turn left and go one mile and the restaurant is a red building
on your left.” Your friend is very late and calls you to tell you that they are
on a farm and walking around behind a barn, with no sign of a restaurant.
Then you say “did you turn left or right at the gas station?” and they say, “I
followed your directions perfectly, I have them written down, it says turn left
and go one mile at the gas station.” Then you say, “I am very sorry, because
while my instructions were syntactically correct, they sadly contained a small
but undetected semantic error.”.
14 CHAPTER 1. WHY SHOULD YOU LEARN TO WRITE PROGRAMS?
Again in all three types of errors, Python is merely trying its hardest to do exactly
what you have asked.
1.11 The learning journey
As you progress through the rest of the book, don’t be afraid if the concepts don’t
seem to fit together well the first time. When you were learning to speak, it was
not a problem for your first few years that you just made cute gurgling noises.
And it was OK if it took six months for you to move from simple vocabulary to
simple sentences and took 5-6 more years to move from sentences to paragraphs,
and a few more years to be able to write an interesting complete short story on
your own.
We want you to learn Python much more rapidly, so we teach it all at the same time
over the next few chapters. But it is like learning a new language that takes time to
absorb and understand before it feels natural. That leads to some confusion as we
visit and revisit topics to try to get you to see the big picture while we are defining
the tiny fragments that make up that big picture. While the book is written
linearly, and if you are taking a course it will progress in a linear fashion, don’t
hesitate to be very nonlinear in how you approach the material. Look forwards
and backwards and read with a light touch. By skimming more advanced material
without fully understanding the details, you can get a better understanding of the
“why?” of programming. By reviewing previous material and even redoing earlier
exercises, you will realize that you actually learned a lot of material even if the
material you are currently staring at seems a bit impenetrable.
Usually when you are learning your first programming language, there are a few
wonderful “Ah Hah!” moments where you can look up from pounding away at
some rock with a hammer and chisel and step away and see that you are indeed
building a beautiful sculpture.
If something seems particularly hard, there is usually no value in staying up all
night and staring at it. Take a break, take a nap, have a snack, explain what you
are having a problem with to someone (or perhaps your dog), and then come back
to it with fresh eyes. I assure you that once you learn the programming concepts
in the book you will look back and see that it was all really easy and elegant and
it simply took you a bit of time to absorb it.
1.12 Glossary
bug An error in a program.
central processing unit The heart of any computer. It is what runs the software
that we write; also called “CPU” or “the processor”.
compile To translate a program written in a high-level language into a low-level
language all at once, in preparation for later execution.
1.12. GLOSSARY 15
high-level language A programming language like Python that is designed to
be easy for humans to read and write.
interactive mode A way of using the Python interpreter by typing commands
and expressions at the prompt.
interpret To execute a program in a high-level language by translating it one line
at a time.
low-level language A programming language that is designed to be easy for a
computer to execute; also called “machine code” or “assembly language”.
machine code The lowest-level language for software, which is the language that
is directly executed by the central processing unit (CPU).
main memory Stores programs and data. Main memory loses its information
when the power is turned off.
parse To examine a program and analyze the syntactic structure.
portability A property of a program that can run on more than one kind of
computer.
print function An instruction that causes the Python interpreter to display a
value on the screen.
problem solving The process of formulating a problem, finding a solution, and
expressing the solution.
program A set of instructions that specifies a computation.
prompt When a program displays a message and pauses for the user to type some
input to the program.
secondary memory Stores programs and data and retains its information even
when the power is turned off. Generally slower than main memory. Examples
of secondary memory include disk drives and flash memory in USB sticks.
semantics The meaningof a program.
semantic error An error in a program that makes it do something other than
what the programmer intended.
source code A program in a high-level language.
16 CHAPTER 1. WHY SHOULD YOU LEARN TO WRITE PROGRAMS?
1.13 Exercises
Exercise 1: What is the function of the secondary memory in a computer?
a) Execute all of the computation and logic of the program
b) Retrieve web pages over the Internet
c) Store information for the long term, even beyond a power cycle
d) Take input from the user
Exercise 2: What is a program?
Exercise 3: What is the difference between a compiler and an interpreter?
Exercise 4: Which of the following contains “machine code”?
a) The Python interpreter
b) The keyboard
c) Python source file
d) A word processing document
Exercise 5: What is wrong with the following code:
>>> primt 'Hello world!'
File "<stdin>", line 1
primt 'Hello world!'
^
SyntaxError: invalid syntax
>>>
Exercise 6: Where in the computer is a variable such as “X” stored after the
following Python line finishes?
x = 123
a) Central processing unit
b) Main Memory
c) Secondary Memory
d) Input Devices
e) Output Devices
Exercise 7: What will the following program print out:
x = 43
x = x + 1
print(x)
a) 43
b) 44
c) x + 1
d) Error because x = x + 1 is not possible mathematically
Exercise 8: Explain each of the following using an example of a human capability:
(1) Central processing unit, (2) Main Memory, (3) Secondary Memory, (4) Input
1.13. EXERCISES 17
Device, and (5) Output Device. For example, “What is the human equivalent to a
Central Processing Unit”?
Exercise 9: How do you fix a “Syntax Error”?
18 CHAPTER 1. WHY SHOULD YOU LEARN TO WRITE PROGRAMS?
Chapter 2
Variables, expressions, and
statements
2.1 Values and types
A value is one of the basic things a program works with, like a letter or a number.
The values we have seen so far are 1, 2, and “Hello, World!”
These values belong to different types: 2 is an integer, and “Hello, World!” is a
string, so called because it contains a “string” of letters. You (and the interpreter)
can identify strings because they are enclosed in quotation marks.
The print statement also works for integers. We use the python command to start
the interpreter.
python
>>> print(4)
4
If you are not sure what type a value has, the interpreter can tell you.
>>> type('Hello, World!')
<class 'str'>
>>> type(17)
<class 'int'>
Not surprisingly, strings belong to the type str and integers belong to the type
int. Less obviously, numbers with a decimal point belong to a type called float,
because these numbers are represented in a format called floating point.
>>> type(3.2)
<class 'float'>
What about values like “17” and “3.2”? They look like numbers, but they are in
quotation marks like strings.
19
20 CHAPTER 2. VARIABLES, EXPRESSIONS, AND STATEMENTS
>>> type('17')
<class 'str'>
>>> type('3.2')
<class 'str'>
They’re strings.
When you type a large integer, you might be tempted to use commas between
groups of three digits, as in 1,000,000. This is not a legal integer in Python, but
it is legal:
>>> print(1,000,000)
1 0 0
Well, that’s not what we expected at all! Python interprets 1,000,000 as a comma-
separated sequence of integers, which it prints with spaces between.
This is the first example we have seen of a semantic error: the code runs without
producing an error message, but it doesn’t do the “right” thing.
2.2 Variables
One of the most powerful features of a programming language is the ability to
manipulate variables. A variable is a name that refers to a value.
An assignment statement creates new variables and gives them values:
>>> message = 'And now for something completely different'
>>> n = 17
>>> pi = 3.1415926535897931
This example makes three assignments. The first assigns a string to a new variable
named message; the second assigns the integer 17 to n; the third assigns the
(approximate) value of π to pi.
To display the value of a variable, you can use a print statement:
>>> print(n)
17
>>> print(pi)
3.141592653589793
The type of a variable is the type of the value it refers to.
>>> type(message)
<class 'str'>
>>> type(n)
<class 'int'>
>>> type(pi)
<class 'float'>
2.3. VARIABLE NAMES AND KEYWORDS 21
2.3 Variable names and keywords
Programmers generally choose names for their variables that are meaningful and
document what the variable is used for.
Variable names can be arbitrarily long. They can contain both letters and numbers,
but they cannot start with a number. It is legal to use uppercase letters, but it is
a good idea to begin variable names with a lowercase letter (you’ll see why later).
The underscore character (_) can appear in a name. It is often used in names with
multiple words, such as my_name or airspeed_of_unladen_swallow. Variable
names can start with an underscore character, but we generally avoid doing this
unless we are writing library code for others to use.
If you give a variable an illegal name, you get a syntax error:
>>> 76trombones = 'big parade'
SyntaxError: invalid syntax
>>> more@ = 1000000
SyntaxError: invalid syntax
>>> class = 'Advanced Theoretical Zymurgy'
SyntaxError: invalid syntax
76trombones is illegal because it begins with a number. more@ is illegal because
it contains an illegal character, @. But what’s wrong with class?
It turns out that class is one of Python’s keywords. The interpreter uses keywords
to recognize the structure of the program, and they cannot be used as variable
names.
Python reserves 33 keywords:
and del from None True
as elif global nonlocal try
assert else if not while
break except import or with
class False in pass yield
continue finally is raise
def for lambda return
You might want to keep this list handy. If the interpreter complains about one of
your variable names and you don’t know why, see if it is on this list.
2.4 Statements
A statement is a unit of code that the Python interpreter can execute. We have
seen two kinds of statements: print being an expression statement and assignment.
When you type a statement in interactive mode, the interpreter executes it and
displays the result, if there is one.
22 CHAPTER 2. VARIABLES, EXPRESSIONS, AND STATEMENTS
A script usually contains a sequence of statements. If there is more than one
statement, the results appear one at a time as the statements execute.
For example, the script
print(1)
x = 2
print(x)
produces the output
1
2
The assignment statement produces no output.
2.5 Operators and operands
Operators are special symbols that represent computations like addition and mul-
tiplication. The values the operator is applied to are called operands.
The operators +, -, *, /, and ** perform addition, subtraction, multiplication,
division, and exponentiation, as in the following examples:
20+32 hour-1 hour*60+minute minute/60 5**2 (5+9)*(15-7)
There has been a change in the division operator between Python 2.x and Python
3.x. In Python 3.x, the result of this division is a floating point result:
>>> minute = 59
>>> minute/60
0.9833333333333333
The division operator in Python 2.0 would divide two integers and truncate the
result to an integer:
>>> minute = 59
>>> minute/60
0
To obtain the same answer in Python 3.0 use floored ( // integer) division.
>>> minute = 59
>>> minute//60
0
In Python 3.0 integer division functions much more as you would expect if you
entered the expression on a calculator.
2.6. EXPRESSIONS 23
2.6 Expressions
An expression is a combination of values, variables, and operators. A value all by
itself is considered an expression, and so is a variable, so the following are all legal
expressions (assuming that the variable x has been assigned a value):
17
x
x + 17
If you type an expression in interactive mode, the interpreter evaluates it and
displays the result:
>>> 1 + 1
2
But in a script, an expression all by itself doesn’t do anything! This is a common
source of confusion for beginners.
Exercise1: Type the following statements in the Python interpreter to see what
they do:
5
x = 5
x + 1
2.7 Order of operations
When more than one operator appears in an expression, the order of evaluation
depends on the rules of precedence. For mathematical operators, Python follows
mathematical convention. The acronym PEMDAS is a useful way to remember
the rules:
• Parentheses have the highest precedence and can be used to force an expres-
sion to evaluate in the order you want. Since expressions in parentheses are
evaluated first, 2 * (3-1) is 4, and (1+1)**(5-2) is 8. You can also use
parentheses to make an expression easier to read, as in (minute * 100) /
60, even if it doesn’t change the result.
• Exponentiation has the next highest precedence, so 2**1+1 is 3, not 4, and
3*1**3 is 3, not 27.
• Multiplication and Division have the same precedence, which is higher than
Addition and Subtraction, which also have the same precedence. So 2*3-1
is 5, not 4, and 6+4/2 is 8.0, not 5.
• Operators with the same precedence are evaluated from left to right. So the
expression 5-3-1 is 1, not 3, because the 5-3 happens first and then 1 is
subtracted from 2.
When in doubt, always put parentheses in your expressions to make sure the com-
putations are performed in the order you intend.
24 CHAPTER 2. VARIABLES, EXPRESSIONS, AND STATEMENTS
2.8 Modulus operator
The modulus operator works on integers and yields the remainder when the first
operand is divided by the second. In Python, the modulus operator is a percent
sign (%). The syntax is the same as for other operators:
>>> quotient = 7 // 3
>>> print(quotient)
2
>>> remainder = 7 % 3
>>> print(remainder)
1
So 7 divided by 3 is 2 with 1 left over.
The modulus operator turns out to be surprisingly useful. For example, you can
check whether one number is divisible by another: if x % y is zero, then x is
divisible by y.
You can also extract the right-most digit or digits from a number. For example,
x % 10 yields the right-most digit of x (in base 10). Similarly, x % 100 yields the
last two digits.
2.9 String operations
The + operator works with strings, but it is not addition in the mathematical sense.
Instead it performs concatenation, which means joining the strings by linking them
end to end. For example:
>>> first = 10
>>> second = 15
>>> print(first+second)
25
>>> first = '100'
>>> second = '150'
>>> print(first + second)
100150
The output of this program is 100150.
2.10 Asking the user for input
Sometimes we would like to take the value for a variable from the user via their
keyboard. Python provides a built-in function called input that gets input from
the keyboard1. When this function is called, the program stops and waits for the
user to type something. When the user presses Return or Enter, the program
resumes and input returns what the user typed as a string.
1In Python 2.0, this function was named raw_input.
2.11. COMMENTS 25
>>> input = input()
Some silly stuff
>>> print(input)
Some silly stuff
Before getting input from the user, it is a good idea to print a prompt telling the
user what to input. You can pass a string to input to be displayed to the user
before pausing for input:
>>> name = input('What is your name?\n')
What is your name?
Chuck
>>> print(name)
Chuck
The sequence \n at the end of the prompt represents a newline, which is a special
character that causes a line break. That’s why the user’s input appears below the
prompt.
If you expect the user to type an integer, you can try to convert the return value
to int using the int() function:
>>> prompt = 'What...is the airspeed velocity of an unladen swallow?\n'
>>> speed = input(prompt)
What...is the airspeed velocity of an unladen swallow?
17
>>> int(speed)
17
>>> int(speed) + 5
22
But if the user types something other than a string of digits, you get an error:
>>> speed = input(prompt)
What...is the airspeed velocity of an unladen swallow?
What do you mean, an African or a European swallow?
>>> int(speed)
ValueError: invalid literal for int() with base 10:
We will see how to handle this kind of error later.
2.11 Comments
As programs get bigger and more complicated, they get more difficult to read.
Formal languages are dense, and it is often difficult to look at a piece of code and
figure out what it is doing, or why.
For this reason, it is a good idea to add notes to your programs to explain in
natural language what the program is doing. These notes are called comments,
and in Python they start with the # symbol:
26 CHAPTER 2. VARIABLES, EXPRESSIONS, AND STATEMENTS
# compute the percentage of the hour that has elapsed
percentage = (minute * 100) / 60
In this case, the comment appears on a line by itself. You can also put comments
at the end of a line:
percentage = (minute * 100) / 60 # percentage of an hour
Everything from the \# to the end of the line is ignored; it has no effect on the
program.
Comments are most useful when they document non-obvious features of the code.
It is reasonable to assume that the reader can figure out what the code does; it is
much more useful to explain why.
This comment is redundant with the code and useless:
v = 5 # assign 5 to v
This comment contains useful information that is not in the code:
v = 5 # velocity in meters/second.
Good variable names can reduce the need for comments, but long names can make
complex expressions hard to read, so there is a trade-off.
2.12 Choosing mnemonic variable names
As long as you follow the simple rules of variable naming, and avoid reserved
words, you have a lot of choice when you name your variables. In the beginning,
this choice can be confusing both when you read a program and when you write
your own programs. For example, the following three programs are identical in
terms of what they accomplish, but very different when you read them and try to
understand them.
a = 35.0
b = 12.50
c = a * b
print(c)
hours = 35.0
rate = 12.50
pay = hours * rate
print(pay)
x1q3z9ahd = 35.0
x1q3z9afd = 12.50
x1q3p9afd = x1q3z9ahd * x1q3z9afd
print(x1q3p9afd)
2.12. CHOOSING MNEMONIC VARIABLE NAMES 27
The Python interpreter sees all three of these programs as exactly the same but
humans see and understand these programs quite differently. Humans will most
quickly understand the intent of the second program because the programmer has
chosen variable names that reflect their intent regarding what data will be stored
in each variable.
We call these wisely chosen variable names “mnemonic variable names”. The word
mnemonic2 means “memory aid”. We choose mnemonic variable names to help us
remember why we created the variable in the first place.
While this all sounds great, and it is a very good idea to use mnemonic variable
names, mnemonic variable names can get in the way of a beginning programmer’s
ability to parse and understand code. This is because beginning programmers have
not yet memorized the reserved words (there are only 33 of them) and sometimes
variables with names that are too descriptive start to look like part of the language
and not just well-chosen variable names.
Take a quick look at the following Python sample code which loops through some
data. We will cover loops soon, but for now try to just puzzle through what this
means:
for word in words:
print(word)
What is happening here? Which of the tokens (for, word, in, etc.) are reserved
words and which are just variable names? Does Python understand at a funda-
mental level the notion of words? Beginning programmers have trouble separating
what parts of the code must be the same as this example and what parts of the
code are simply choices made by the programmer.
The following code is equivalent to the above code:
for slice in pizza:
print(slice)
It is easier for the beginning programmer to look at this code and know which parts
are reserved words defined by Python and which parts are simply variable names
chosen by the programmer. It is pretty clear that Python has no fundamentalunderstanding of pizza and slices and the fact that a pizza consists of a set of one
or more slices.
But if our program is truly about reading data and looking for words in the data,
pizza and slice are very un-mnemonic variable names. Choosing them as variable
names distracts from the meaning of the program.
After a pretty short period of time, you will know the most common reserved words
and you will start to see the reserved words jumping out at you:
word *in* words*:*\ *print* word
The parts of the code that are defined by Python (for, in, print, and :) are in
bold and the programmer-chosen variables (word and words) are not in bold. Many
2See http://en.wikipedia.org/wiki/Mnemonic for an extended description of the word
“mnemonic”.
http://en.wikipedia.org/wiki/Mnemonic
28 CHAPTER 2. VARIABLES, EXPRESSIONS, AND STATEMENTS
text editors are aware of Python syntax and will color reserved words differently
to give you clues to keep your variables and reserved words separate. After a while
you will begin to read Python and quickly determine what is a variable and what
is a reserved word.
2.13 Debugging
At this point, the syntax error you are most likely to make is an illegal variable
name, like class and yield, which are keywords, or odd~job and US$, which
contain illegal characters.
If you put a space in a variable name, Python thinks it is two operands without
an operator:
>>> bad name = 5
SyntaxError: invalid syntax
>>> month = 09
File "<stdin>", line 1
month = 09
^
SyntaxError: invalid token
For syntax errors, the error messages don’t help much. The most common mes-
sages are SyntaxError: invalid syntax and SyntaxError: invalid token,
neither of which is very informative.
The runtime error you are most likely to make is a “use before def;” that is, trying
to use a variable before you have assigned a value. This can happen if you spell a
variable name wrong:
>>> principal = 327.68
>>> interest = principle * rate
NameError: name 'principle' is not defined
Variables names are case sensitive, so LaTeX is not the same as latex.
At this point, the most likely cause of a semantic error is the order of operations.
For example, to evaluate 1/2π, you might be tempted to write
>>> 1.0 / 2.0 * pi
But the division happens first, so you would get π/2, which is not the same thing!
There is no way for Python to know what you meant to write, so in this case you
don’t get an error message; you just get the wrong answer.
2.14. GLOSSARY 29
2.14 Glossary
assignment A statement that assigns a value to a variable.
concatenate To join two operands end to end.
comment Information in a program that is meant for other programmers (or
anyone reading the source code) and has no effect on the execution of the
program.
evaluate To simplify an expression by performing the operations in order to yield
a single value.
expression A combination of variables, operators, and values that represents a
single result value.
floating point A type that represents numbers with fractional parts.
integer A type that represents whole numbers.
keyword A reserved word that is used by the compiler to parse a program; you
cannot use keywords like if, def, and while as variable names.
mnemonic A memory aid. We often give variables mnemonic names to help us
remember what is stored in the variable.
modulus operator An operator, denoted with a percent sign (%), that works on
integers and yields the remainder when one number is divided by another.
operand One of the values on which an operator operates.
operator A special symbol that represents a simple computation like addition,
multiplication, or string concatenation.
rules of precedence The set of rules governing the order in which expressions
involving multiple operators and operands are evaluated.
30 CHAPTER 2. VARIABLES, EXPRESSIONS, AND STATEMENTS
statement A section of code that represents a command or action. So far, the
statements we have seen are assignments and print expression statement.
string A type that represents sequences of characters.
type A category of values. The types we have seen so far are integers (type int),
floating-point numbers (type float), and strings (type str).
value One of the basic units of data, like a number or string, that a program
manipulates.
variable A name that refers to a value.
2.15 Exercises
Exercise 2: Write a program that uses input to prompt a user for their name and
then welcomes them.
Enter your name: Chuck
Hello Chuck
Exercise 3: Write a program to prompt the user for hours and rate per hour to
compute gross pay.
Enter Hours: 35
Enter Rate: 2.75
Pay: 96.25
We won’t worry about making sure our pay has exactly two digits after the decimal
place for now. If you want, you can play with the built-in Python round function
to properly round the resulting pay to two decimal places.
Exercise 4: Assume that we execute the following assignment statements:
width = 17
height = 12.0
For each of the following expressions, write the value of the expression and the
type (of the value of the expression).
1. width//2
2. width/2.0
3. height/3
4. 1 + 2 \* 5
Use the Python interpreter to check your answers.
Exercise 5: Write a program which prompts the user for a Celsius temperature,
convert the temperature to Fahrenheit, and print out the converted temperature.
Chapter 3
Conditional execution
3.1 Boolean expressions
A boolean expression is an expression that is either true or false. The following
examples use the operator ==, which compares two operands and produces True if
they are equal and False otherwise:
>>> 5 == 5
True
>>> 5 == 6
False
{}
True and False are special values that belong to the class bool; they are not
strings:
>>> type(True)
<class 'bool'>
>>> type(False)
<class 'bool'>
The == operator is one of the comparison operators; the others are:
x != y # x is not equal to y
x > y # x is greater than y
x < y # x is less than y
x >= y # x is greater than or equal to y
x <= y # x is less than or equal to y
x is y # x is the same as y
x is not y # x is not the same as y
Although these operations are probably familiar to you, the Python symbols are
different from the mathematical symbols for the same operations. A common error
is to use a single equal sign (=) instead of a double equal sign (==). Remember
that = is an assignment operator and == is a comparison operator. There is no
such thing as =< or =>.
31
32 CHAPTER 3. CONDITIONAL EXECUTION
3.2 Logical operators
There are three logical operators: and, or, and not. The semantics (meaning) of
these operators is similar to their meaning in English. For example,
x > 0 and x < 10
is true only if x is greater than 0 and less than 10.
n%2 == 0 or n%3 == 0 is true if either of the conditions is true, that is, if the
number is divisible by 2 or 3.
Finally, the not operator negates a boolean expression, so not (x > y) is true if
x > y is false; that is, if x is less than or equal to y.
Strictly speaking, the operands of the logical operators should be boolean expres-
sions, but Python is not very strict. Any nonzero number is interpreted as “true.”
>>> 17 and True
True
This flexibility can be useful, but there are some subtleties to it that might be
confusing. You might want to avoid it until you are sure you know what you are
doing.
3.3 Conditional execution
In order to write useful programs, we almost always need the ability to check condi-
tions and change the behavior of the program accordingly. Conditional statements
give us this ability. The simplest form is the if statement:
if x > 0 :
print('x is positive')
The boolean expression after the if statement is called the condition. We end the
if statement with a colon character (:) and the line(s) after the if statement are
indented.
x > 0
print(‘x is postitive’)
Yes
Figure 3.1: If Logic
3.4. ALTERNATIVE EXECUTION 33
If the logical condition is true, then the indented statement gets executed. If the
logical condition is false, the indented statement